Does Prepping for High-Stakes Tests Interfere with Teaching?

Does Prepping for High-Stakes Tests Interfere with Teaching?

My perspective about whether prepping or high-stakes tests interfere with teaching is that they do not. This is because it enhances teaching when used appropriately. Prepping also improves learners’ knowledge, experience, and understanding of high-stakes standardized tests because it ensures learners are exposed to the state test early enough before taking the actual tests. Notably, it helps learners not to fear tests but feel more relaxed and comfortable taking state tests.

First, prepping learners for high-stakes tests does not obstruct instruction but rather improves it. If prepping is utilized appropriately, teachers can concentrate on the flaws within the curriculum by teaching it effectively and assessing student progress, which helps improve their performance (National Education Association, 2014). Therefore, when the prepping of learners occurs before the actual test, the student’s weak points can be identified and reinforced before the test is taken. This will result in better results.

Secondly, prepping learners for high-stakes tests is vital as it helps teachers revamp their classroom activities. It also ensures that teacher-made tests match the tone and format of the state-mandated test. The article confirms that previously, teachers felt overawed by the modification in their state’s demands for new standards (National Education Association, 2014). However, most teachers today have started taking ownership of the new curriculum and have grown more poised when creating test scope and structure choices. The primary reason is teachers are consistently re-assessing what they have taught and how they were taught so that they can improve next time. Ritt (2016) affirms that teaching learners high-stakes tests can help teachers highlight gaps in individual student knowledge and even the school achievement gap. Therefore, prepping learners will help in bridging these gaps effectively.

In addition, this has helped students to become more conversant with the state-instructed test tones and formats because teachers using them within a classroom prevent the pressure of having to devote important class time practising for high-stakes tests. This has since seen many students from different states benefit from having tutors who are determined to see their learners flourish academically and socially. The secret is that learners exposed to such tests earlier develop into lifelong students besides performing exemplarily in standardized state tests.

References

National Education Association. (2014). Who is right? Does prepping for high-stakes tests interfere with teaching? Mable Williams.

Ritt, M. (2016). The impact of high-stakes testing on the learning environment.

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Does Prepping for High-Stakes Tests Interfere with Teaching?